THE GUIDELINES FOR PROMOTING PROFESSIONAL LEARNING COMMUNITY OF SCHOOL ADMINISTRATORS UNDER THE LOPBURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1
Keywords:
Promotion, Professional Learning Community, School AdministratorsAbstract
This research aimed to: 1) study the current and desired states of promoting professional learning communities among school administrators; 2) analyze the needs for promoting professional learning communities among school administrators; and 3) propose guidelines for promoting professional learning communities among school administrators under the Lopburi Primary Educational Service Area 1. This mixed methods research employed a quantitative sample of 322 school administrators and teachers selected through stratified random sampling, and 9 key informants for qualitative research selected through purposive sampling. The research instruments consisted of a questionnaire with a reliability coefficient of .998 and semi-structured interviews. Data were analyzed using frequency, percentage, mean, standard deviation, Modified Priority Needs Index (PNI-Modified), and qualitative content analysis.
The findings revealed that: 1) The current state of promoting professional learning communities among school administrators was overall at a high level., while the desired state was at the highest level. 2) The priority needs for promoting professional learning communities, ranked from highest to lowest, were: collaborative culture (PNI Modified = 0.224), collective learning and professional development (PNI Modified = 0.219), shared values, vision, and goals (PNI Modified = 0.193), focus on student learning (PNI Modified = 0.185), and shared leadership and support (PNI Modified = 0.172). 3) The guidelines for promoting professional learning communities should emphasize school administrators transforming their roles into learning leaders and establishing a collaborative culture to drive professional learning communities by using student achievement data as a foundation for systematically and continuously analyzing and developing teaching innovations.
The research findings can be applied as guidelines for developing effective management of professional learning communities in educational institutions, serve as information for educational administrators in formulating policies and allocating resources to systematically promote teacher development.
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